Module 2 Reflection:"This module has helped me think about using standards, CFQs, or formative assessment in the following ways..."
higher order thinking skills skills should be the focus of all lessons; I feel that these types of skills should be addressed in the early grades. Without a strong basis in thinking and metacognition, students fall into a trap of regurgitation of information rather than really understanding content.
Students in the traditional classroom often drop out of class discussions when they can't provide the "right answer" that the teacher is looking for. A focus on open ended/alternative assessment would assist with removing this barrier,
Instead of assessing how well or poorly a student is doing, I think it is important to assess how much and the kind of help students need to achieve success. Assessment of student learning should continue while teaching to gain insight into students' understanding and development.
Module 3, Activity 6: This module has helped me think about using the impact of the Internet by considering the use of blogging and wiki development with students. Both of these tools afford students the opportunity to communicate and collaborate beyond the confines of the classroom situation. Using these, students are able to share their strengths with each other and take more responsibility for their own learning. The Internet has always been a powerful tool for teaching (in the short while it has been in existence!). With the Web 2.0 tools, the possibilities are expanding.
Page 3.04: Brainstorm: How could you incorporate the Internet into your classroom to further enhance student learning in regards to research, communication, and collaboration?
The Internet is an essential resource for students to have access to real-time data and information. The caveat, though, is students must be taught how to evaluate the veracity of information found on the web. This is infinitely more difficult than teaching them how to find and use the information. Communication with other students, experts, people living in distant countries is facilitated with the Internet. Inter- and intra- class communication can enhance any project that the students have been assigned. Due to this class, I am experiencing first hand the effectiveness of using blogs to communicate with others. With collaboration, again, I am new to using Wiki spaces. Google docs or Windows Live allows me to work collaboratively with others. I feel that these tools will change the way material is presented to and processed by our students.
In my unit plan, students will visit websites and gather information about maps, burial practices, famous cemeteries, and the graves of important people. They will then gather data from a field trip and use on line document storage areas to work collaboratively on compilation of the data and its analysis. Students will also use online generators for constructing their own rubrics to evaluate their own performance.
Page 4.01: In my unit, I plan to incorporate the Internet in the following ways:
Students will use online rubric generators to design, develop and print a rubric to evaluate their work.
Using wikispaces, students will share their ideas for presentation of their material.
Using GoogleDocs, the students will share and the data they have collected from their field trip to the cemetery and then use online graphing tools to analyze their data.
Students will use the Internet to research historic cemeteries.
Students will use online photo editing services to edit digital images taken on the field trip.
Page 4.02: Pedagogical Practices: How can we help all students successfully complete project tasks with the ability to: set manageable goals, manage timelines and adjust as necessary, generate and investigate questions about their work, work productively with others, and reflect and plan for improvement?
In designing the unit of study, the teacher needs to be keenly aware of the prerequiste skills necessary for completion of the work. If a students does not have these skills fimlr developed, the student will have difficulty completing the assigned work. By using checklists, the teacher can assist the students in monitoring their progress through the intended experience. These need to be specific and sequential. Also, by using rubrics, students will have an accurate picture of teacher expectations for the successful completion of tasks. Rubrics can also be developed by students so that they will have ownership of the tasks they set for themselves.
Module 4: Activity 6 Reflection:
Seeing as there is no Module 4: Activity 6, I assume that we are to respond to the questions dealing with planning ahead. My student sample addresses the following:
Instructional Design: Standards and Objectives: The student example points out how students have collected and analyzed data in a meaningful way. They must also communicate this information to the audience correctly. This ties directly to identified Standards of Learning for Virginia in Math and English. Other activities in the unit will focus on Science and Social Studies SOLs.
Instructional Design: 21st Century Skills: I have included 21st Century Skills in my sample in a variety of ways, Students must use technology to develop graphs, use word processors, and create a PowerPoint program. In order to gather data, they must be able to communicate effectively and work collaboratively on this project.
Instructional Design: Curriculum Framing Questions: My CFQs are immediately tied to the student performance in this task.
Instructional Design: Project Approaches:
Instructional Design: Student Differences: Student differences are accounted for by the different roles students assume in data collection, analysis, and presentation. Teaming students allows them work with their strengths and have their weaknesses supported by other team members.
Technology Integration: Content Learning: The objectives of the technology realm of the SOLs are addressed by this unit.
Technology Integration:: 21st Century Skills: This item was addressed above. The technology that students must use is an integral part of the unit. In addition to the software listed above, students must also use digital cameras to complete this project.
Technology Integration: Student and Classroom Needs: THIS WEBSITE CRASHED MY COMPUTER TWICE WHILE I WAS TRYING TO RESPOND TO THIS ITEM! In my unit, the students use technology that is appropriate for all ability levels and interests in ways that challenge their skills while building proficiency. The technology in my unit is reasonable and feasible given the specific circumstances of my teaching situation.
Page 4.03-4.04: I looked at the following: the "Code Blue" project showing use of wikis, The Life of Pi project showing use of blogs, and the Destination America: Our Hope, Our Future project.
What 21st century skills does the student sample demonstrate?
In the "Code Blue" and The Life of Pi projects, students effectively posted information for other classmates/team members to respond to or collaborate with. Students used the wiki and blog to work on: developing, implementing and communicating new ideas to others, being open and responsive to new and diverse perspectives, and acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.The students used technology as a tool to research, organize, evaluate and communicate information.
In the "Destination America" project, the students were required to respond to situations in a creative way using higher order thinking skills.
The student sample, found in the PPT presentation, addressed all of these goals. The student had to research, compile data, analyze the information, and then synthesize a response to the stimulus items of the project. Through a series of letters, the student demonstrated his/her competency of these objectives.
How does the chosen technology tool enable students to enhance their learning, increase productivity, and promote creativity?
In the "Code Blue" and "Pi" projects, the students were enabled by the technology to collaborate in a central space without actually being physically together. Students could all work simultaneously on the project as well as at times when they were not at school or with each other. The "Destination" project, using PPT for the final presentation, enabled the student to display his/her artwork and responses to the stimulus questions in an interesting and effective way.
How does the student sample help to answer the Curriculum-Framing Question?
In the "Destination America" project, the following were the CFQs: Essential Q=Why take the risk?
Unit Qs: What was it like for immigrants as they traveled to, arrived at, and lived in the United States? How did the immigration experience differ for different immigrant groups?
Content Qs: Why did immigrants leave their homes to come to the United States between 1870 and 1930? How did the United States try to restrict immigration between 1870 and 1900? What is immigration and emigration?
Module 5 Reflection: Record your thoughts on how your Assessment Plan and assessments so far address the following:
Standards and Objectives. At this point, my assessments do NOT address the standards and specific learning objectives I have set. They do address 21st Standards and some of the SOLs.
Student-Centered: In my unit, students develop some assessments themselves that they will use to self evaluate their work.
Varied and OnGoing: In my unit, informal and formal assessment methods are used throughout the instructional cycle.
Module 6 Reflection: This module has helped me think about self-directed learners and the role of differentiation in the following ways:
As of April 24, 2009, here are my latest offerings. I am still in the process of editing and refining.
Please complete this survey about my unit.
Here's my Student Sample and Student Sample Assessment. Comments?
Module 2 Reflection:"This module has helped me think about using standards, CFQs, or formative assessment in the following ways..."
Module 3, Activity 6: This module has helped me think about using the impact of the Internet by considering the use of blogging and wiki development with students. Both of these tools afford students the opportunity to communicate and collaborate beyond the confines of the classroom situation. Using these, students are able to share their strengths with each other and take more responsibility for their own learning. The Internet has always been a powerful tool for teaching (in the short while it has been in existence!). With the Web 2.0 tools, the possibilities are expanding.
Page 3.04: Brainstorm: How could you incorporate the Internet into your classroom to further enhance student learning in regards to research, communication, and collaboration?
The Internet is an essential resource for students to have access to real-time data and information. The caveat, though, is students must be taught how to evaluate the veracity of information found on the web. This is infinitely more difficult than teaching them how to find and use the information. Communication with other students, experts, people living in distant countries is facilitated with the Internet. Inter- and intra- class communication can enhance any project that the students have been assigned. Due to this class, I am experiencing first hand the effectiveness of using blogs to communicate with others. With collaboration, again, I am new to using Wiki spaces. Google docs or Windows Live allows me to work collaboratively with others. I feel that these tools will change the way material is presented to and processed by our students.
In my unit plan, students will visit websites and gather information about maps, burial practices, famous cemeteries, and the graves of important people. They will then gather data from a field trip and use on line document storage areas to work collaboratively on compilation of the data and its analysis. Students will also use online generators for constructing their own rubrics to evaluate their own performance.
Page 4.01: In my unit, I plan to incorporate the Internet in the following ways:
- Students will use online rubric generators to design, develop and print a rubric to evaluate their work.
- Using wikispaces, students will share their ideas for presentation of their material.
- Using GoogleDocs, the students will share and the data they have collected from their field trip to the cemetery and then use online graphing tools to analyze their data.
- Students will use the Internet to research historic cemeteries.
- Students will use online photo editing services to edit digital images taken on the field trip.
Page 4.02: Pedagogical Practices: How can we help all students successfully complete project tasks with the ability to: set manageable goals, manage timelines and adjust as necessary, generate and investigate questions about their work, work productively with others, and reflect and plan for improvement?In designing the unit of study, the teacher needs to be keenly aware of the prerequiste skills necessary for completion of the work. If a students does not have these skills fimlr developed, the student will have difficulty completing the assigned work. By using checklists, the teacher can assist the students in monitoring their progress through the intended experience. These need to be specific and sequential. Also, by using rubrics, students will have an accurate picture of teacher expectations for the successful completion of tasks. Rubrics can also be developed by students so that they will have ownership of the tasks they set for themselves.
Module 4: Activity 6 Reflection:
Seeing as there is no Module 4: Activity 6, I assume that we are to respond to the questions dealing with planning ahead. My student sample addresses the following:
Page 4.03-4.04: I looked at the following: the "Code Blue" project showing use of wikis, The Life of Pi project showing use of blogs, and the Destination America: Our Hope, Our Future project.
- What 21st century skills does the student sample demonstrate?
In the "Code Blue" and The Life of Pi projects, students effectively posted information for other classmates/team members to respond to or collaborate with. Students used the wiki and blog to work on: developing, implementing and communicating new ideas to others, being open and responsive to new and diverse perspectives, and acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. The students used technology as a tool to research, organize, evaluate and communicate information.In the "Destination America" project, the students were required to respond to situations in a creative way using higher order thinking skills.
The student sample, found in the PPT presentation, addressed all of these goals. The student had to research, compile data, analyze the information, and then synthesize a response to the stimulus items of the project. Through a series of letters, the student demonstrated his/her competency of these objectives.
- How does the chosen technology tool enable students to enhance their learning, increase productivity, and promote creativity?
In the "Code Blue" and "Pi" projects, the students were enabled by the technology to collaborate in a central space without actually being physically together. Students could all work simultaneously on the project as well as at times when they were not at school or with each other. The "Destination" project, using PPT for the final presentation, enabled the student to display his/her artwork and responses to the stimulus questions in an interesting and effective way.- How does the student sample help to answer the Curriculum-Framing Question?
In the "Destination America" project, the following were the CFQs: Essential Q=Why take the risk?Unit Qs: What was it like for immigrants as they traveled to, arrived at, and lived in the United States? How did the immigration experience differ for different immigrant groups?
Content Qs: Why did immigrants leave their homes to come to the United States between 1870 and 1930? How did the United States try to restrict immigration between 1870 and 1900? What is immigration and emigration?
Module 5 Reflection: Record your thoughts on how your Assessment Plan and assessments so far address the following:
Module 6 Reflection: This module has helped me think about self-directed learners and the role of differentiation in the following ways:
As of April 24, 2009, here are my latest offerings. I am still in the process of editing and refining.
Here's some assessments:
This is my KWL chart for use at the beginning of the unit:
Bob's KWL Chart.doc
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This is a chart to use for students to assess themselves:
Bob's Grave_Matter_Self Assessment.doc
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- 39 KB
Thanks,Bob